Pub Date : 2022-05-30DOI: 10.32589/1817-8510.2022.1.257865
K. Degtiarova, L. Kibenko, V. Zhyvolup, Allannah Karas, I. Lyakhova
Teaching professional terminology at the lessons of foreign language in professional activity at a non-linguistic higher educational establishment is presented in the article. The authors put emphasis on the importance of teaching terminology in view of the professionally oriented approach at teaching foreign language. In accordance with the requirements of new educational standards for teaching a foreign language at nonlinguistic higher educational establishments it is necessary to take into account the professionally oriented constituent of students’ foreign training, namely knowledge of terminology and ability to use it in professional and academic process. Among plenty of educational veterinary directions of students’ training, it is difficult for linguists to work out teaching material, which contains the strictly specialized foreign terminology that corresponds to a certain direction in training. The teachers of the Department of Foreign Training of SBTU carry out large methodical and scientific work on analysis, development and introduction of new methods of teaching students on discipline “Foreign language in professional activity”. Techniques and methods of teaching and activation of terminology are considered in the article. Special attention is given to the work with authentic professionally oriented texts on specialty that helps students to accumulate and systematize a lexical minimum sufficient for ability to work with professionally meaningful information. The issue of multicomponent terms’ translation into Ukrainian is also discussed in the article. Exercises for mastering new terminology by the students are provided. Taking into consideration experience and Web-sites and curriculum analysis, examples of these technologies implementation for teaching a foreign language in professional activity are given in the article. Presented methods of teaching English professional terminology allow to make the process of studies more interesting both for students and teachers.
{"title":"Peculiarities of teaching terminology in foreign language classes in professional activities in a non-language institution of higher education","authors":"K. Degtiarova, L. Kibenko, V. Zhyvolup, Allannah Karas, I. Lyakhova","doi":"10.32589/1817-8510.2022.1.257865","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.1.257865","url":null,"abstract":"Teaching professional terminology at the lessons of foreign language in professional activity at a non-linguistic higher educational establishment is presented in the article. The authors put emphasis on the importance of teaching terminology in view of the professionally oriented approach at teaching foreign language. In accordance with the requirements of new educational standards for teaching a foreign language at nonlinguistic higher educational establishments it is necessary to take into account the professionally oriented constituent of students’ foreign training, namely knowledge of terminology and ability to use it in professional and academic process. Among plenty of educational veterinary directions of students’ training, it is difficult for linguists to work out teaching material, which contains the strictly specialized foreign terminology that corresponds to a certain direction in training. The teachers of the Department of Foreign Training of SBTU carry out large methodical and scientific work on analysis, development and introduction of new methods of teaching students on discipline “Foreign language in professional activity”. Techniques and methods of teaching and activation of terminology are considered in the article. Special attention is given to the work with authentic professionally oriented texts on specialty that helps students to accumulate and systematize a lexical minimum sufficient for ability to work with professionally meaningful information. The issue of multicomponent terms’ translation into Ukrainian is also discussed in the article. Exercises for mastering new terminology by the students are provided. Taking into consideration experience and Web-sites and curriculum analysis, examples of these technologies implementation for teaching a foreign language in professional activity are given in the article. Presented methods of teaching English professional terminology allow to make the process of studies more interesting both for students and teachers.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42357204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248284
V. Chernysh, Tatiana Posadska, Victoria Kalko
We will inform you about our cooperation with the partners - Ukrainian universities and general secondary schools.
我们将告知您我们与合作伙伴-乌克兰大学和普通中学的合作情况。
{"title":"From Pedagogical Practice to Pedagogical Excellence: Cooperation of Kyiv National Linguistic University with General Secondary Education Institutions","authors":"V. Chernysh, Tatiana Posadska, Victoria Kalko","doi":"10.32589/1817-8510.2021.4.248284","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248284","url":null,"abstract":"We will inform you about our cooperation with the partners - Ukrainian universities and general secondary schools.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45454288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248286
N. Dmitrenko
The article considers the issue of expanding knowledge, developing skills and abilities of autonomous learning of professionally oriented English communication of students of higher education establishments. The definition of “autonomous learning of professionally oriented English communication” is presented as a free, self-selected and managed, internally motivated learning activities to master professionally oriented English communication, which involves students to follow the established procedure: defining the purpose and objectives of educational activities, giving this activity personally meaningful content, subordination of other interests and forms of employment to achieve the set purpose, self-organization in definition of educational actions and time of performance and self-control of their performance. Examples of tasks for expanding knowledge and developing skills of autonomous learning are demonstrated. A set of abilities of autonomous learning of professionally oriented English communication is presented, which includes: the ability to formulate goals and plan educational activities; methodological skills; reflexive and evaluative skills; corrective skills. The stages of autonomous learning are characterized, namely: preparatory; choice of purpose and mode of action; effort regulation and planning; reflexive. A system of exercises and tasks for the development of autonomous learning skills has been developed, which is the ratio of the stages of autonomous learning with groups of exercises and the content of tasks aimed at developing skills in autonomous learning of professionally oriented English communication. It is determined that the educational autonomy of students is limited and involves active cooperation of students and teachers in the educational process and can be characterized by three sub-levels: receptive, reproductive and productive.
{"title":"Higher education establishments students professionally oriented English communication skills and abilities of autonomous learning development","authors":"N. Dmitrenko","doi":"10.32589/1817-8510.2021.4.248286","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248286","url":null,"abstract":"The article considers the issue of expanding knowledge, developing skills and abilities of autonomous learning of professionally oriented English communication of students of higher education establishments. The definition of “autonomous learning of professionally oriented English communication” is presented as a free, self-selected and managed, internally motivated learning activities to master professionally oriented English communication, which involves students to follow the established procedure: defining the purpose and objectives of educational activities, giving this activity personally meaningful content, subordination of other interests and forms of employment to achieve the set purpose, self-organization in definition of educational actions and time of performance and self-control of their performance. Examples of tasks for expanding knowledge and developing skills of autonomous learning are demonstrated. A set of abilities of autonomous learning of professionally oriented English communication is presented, which includes: the ability to formulate goals and plan educational activities; methodological skills; reflexive and evaluative skills; corrective skills. The stages of autonomous learning are characterized, namely: preparatory; choice of purpose and mode of action; effort regulation and planning; reflexive. A system of exercises and tasks for the development of autonomous learning skills has been developed, which is the ratio of the stages of autonomous learning with groups of exercises and the content of tasks aimed at developing skills in autonomous learning of professionally oriented English communication. It is determined that the educational autonomy of students is limited and involves active cooperation of students and teachers in the educational process and can be characterized by three sub-levels: receptive, reproductive and productive.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43439374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248300
Melania Orosz, Ilona Huszti, G. Hladonik
The study presented in this article focuses on the topic of novice English teachers and the difficulties they experience during the first years of their teaching career. Based on the academic literature, we have defined the construct of a novice teacher as someone who has been teaching for a period from zero up to two years. Our main research aims were to investigate what difficulties novice English teachers in Transcarpathia encounter and suggest possible ways of solving these problems. The participants of our case study were eight English teachers having the novice status in the schools where they worked. They were each asked to fill in a questionnaire as the instrument of our research. One of our hypotheses (classroom management and implementing the curriculum are the primary problems of novice teachers) was supported by the research data, whereas the other one (little meaningful and adequate professional support is obtained by novice teachers in the workplace) was refuted. The findings indicate that the most problematic issues for novice teachers at the start of their career are keeping discipline in the classroom and maintaining learner motivation. The most crucial implications of the study include the following: novice teachers are advised to engage learners in learner-centred learning activities. From the very beginning they have to develop their routines and rules must be introduced for maximum learner achievement. Several techniques serve the teachers to maintain interest, motivation, attention and to prevent disruptive behaviour which they have to make use of in the classroom. We are fully aware of the fact that because of the small sample of the case study its findings are not generalizable for the whole population of novice teachers. However, we do hope that the issues highlighted in this paper can be of help to novice teachers who have just started their teaching career and have experienced similar problems.
{"title":"A case study: novice English teachers’ problems in Transcarpathia","authors":"Melania Orosz, Ilona Huszti, G. Hladonik","doi":"10.32589/1817-8510.2021.4.248300","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248300","url":null,"abstract":"The study presented in this article focuses on the topic of novice English teachers and the difficulties they experience during the first years of their teaching career. Based on the academic literature, we have defined the construct of a novice teacher as someone who has been teaching for a period from zero up to two years. Our main research aims were to investigate what difficulties novice English teachers in Transcarpathia encounter and suggest possible ways of solving these problems. The participants of our case study were eight English teachers having the novice status in the schools where they worked. They were each asked to fill in a questionnaire as the instrument of our research. One of our hypotheses (classroom management and implementing the curriculum are the primary problems of novice teachers) was supported by the research data, whereas the other one (little meaningful and adequate professional support is obtained by novice teachers in the workplace) was refuted. The findings indicate that the most problematic issues for novice teachers at the start of their career are keeping discipline in the classroom and maintaining learner motivation. The most crucial implications of the study include the following: novice teachers are advised to engage learners in learner-centred learning activities. From the very beginning they have to develop their routines and rules must be introduced for maximum learner achievement. Several techniques serve the teachers to maintain interest, motivation, attention and to prevent disruptive behaviour which they have to make use of in the classroom. We are fully aware of the fact that because of the small sample of the case study its findings are not generalizable for the whole population of novice teachers. However, we do hope that the issues highlighted in this paper can be of help to novice teachers who have just started their teaching career and have experienced similar problems.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48778275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248299
O. Voloshyna
The article deals with the peculiarities of forming foreign language communicative competence in English classes in pedagogical institutions of professional pre-higher education. The term of foreign language communicative competence is presented from the point of view of Ukrainian and foreign authors. The factors that complicate the process of forming foreign language communicative competence are identified. The priority principles of foreign language teaching which have a positive effect on the formation of foreign language communicative competence are described. The article analyzes the key approaches to foreign language teaching (system, activity, competence, contextual, person-oriented, communicative) and substantiates the necessity of their complex application. It focuses on the importance of creating a communicative context in which language material (phonetic, lexical, grammatical) is acquired and all types of speech activities (listening, speaking, reading, writing) are carried out. It emphasizes the advantages of using innovative teaching technologies: gaming, interactive, information and communication, project-based and problem-based learning, learning through discussion and cooperative learning. The teaching methods and techniques used in English classes at the pedagogical college in order to form foreign language communicative competence are characterized, the examples of exercises and tasks are given. It is come to the conclusion about the advisability of following the principles of foreign language teaching, applying effective approaches to teaching, creating a communicative context in classes, implementing innovative technologies and modern teaching methods in the process of forming foreign language communicative competence as an important component of future teachers training in institutions of professional pre-higher education.
{"title":"PECULIARITIES OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN PEDAGOGICAL INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION","authors":"O. Voloshyna","doi":"10.32589/1817-8510.2021.4.248299","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248299","url":null,"abstract":"The article deals with the peculiarities of forming foreign language communicative competence in English classes in pedagogical institutions of professional pre-higher education. The term of foreign language communicative competence is presented from the point of view of Ukrainian and foreign authors. The factors that complicate the process of forming foreign language communicative competence are identified. The priority principles of foreign language teaching which have a positive effect on the formation of foreign language communicative competence are described. The article analyzes the key approaches to foreign language teaching (system, activity, competence, contextual, person-oriented, communicative) and substantiates the necessity of their complex application. It focuses on the importance of creating a communicative context in which language material (phonetic, lexical, grammatical) is acquired and all types of speech activities (listening, speaking, reading, writing) are carried out. It emphasizes the advantages of using innovative teaching technologies: gaming, interactive, information and communication, project-based and problem-based learning, learning through discussion and cooperative learning. The teaching methods and techniques used in English classes at the pedagogical college in order to form foreign language communicative competence are characterized, the examples of exercises and tasks are given. It is come to the conclusion about the advisability of following the principles of foreign language teaching, applying effective approaches to teaching, creating a communicative context in classes, implementing innovative technologies and modern teaching methods in the process of forming foreign language communicative competence as an important component of future teachers training in institutions of professional pre-higher education.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46835334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248295
Hanna Podosynnikova, Valeriia Popova, Yuliia Panchenko
The article presents the theoretical background and technology of forming the English lexical competence based on the fairy tale texts material in the 3rd form of general secondary education institutions. The relevant psychological and age characteristics of schoolchildren are outlined, the concept of lexical competence and the contents of the English lexical competence of the 3rd form pupils are considered, the characteristics of unadapted and adapted fairy tale texts as material for the formation of lexical competence are given, a set of exercises aimed at forming the English lexical competence with the use of fairy tale texts in the 3rd form of general secondary education institutions are suggested, and examples of relevant exercises are given.
{"title":"ENGLISH LEXICAL COMPETENCE FORMATION USING FAIRY TALE TEXTS IN PRIMARY SCHOOL","authors":"Hanna Podosynnikova, Valeriia Popova, Yuliia Panchenko","doi":"10.32589/1817-8510.2021.4.248295","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248295","url":null,"abstract":"The article presents the theoretical background and technology of forming the English lexical competence based on the fairy tale texts material in the 3rd form of general secondary education institutions. The relevant psychological and age characteristics of schoolchildren are outlined, the concept of lexical competence and the contents of the English lexical competence of the 3rd form pupils are considered, the characteristics of unadapted and adapted fairy tale texts as material for the formation of lexical competence are given, a set of exercises aimed at forming the English lexical competence with the use of fairy tale texts in the 3rd form of general secondary education institutions are suggested, and examples of relevant exercises are given.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43045301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248301
Tetiana Dobroshtan
Abstract. Introduction. The amplification of methods of teaching foreign languages nowadays is characterized by a high interest in the culturological approach, which involves learning a language as a way of intercultural communication.The main focus in this context is made on the study tour (virtual and real) as a non-traditional form of educational process of foreign students, who study Russian as a foreign language, organization. Purpose. This paper focuses on the methodical, cultural and historical potential of the virtual study tour in the process of teaching Russian as a foreign language. Methods. Some linguistic methods have been used in our research: descriptive, socio-pedagogical, experimental, and a group discussion method. Results. Virtual and real study tours have been examined and described in this scholar article. The paper illustrates that a properly planned and organized study tour develops foreigners’ speaking skills and is aimed at the formation of socio-cultural and communicative competence. The main principles of foreign language teaching (apparency, visualization and accessibility) have been described. Methodical development of virtual tours to the Kyiv Museum is presented in the article. The developed virtual tour is designed for students of the preparatory departments and faculties of higher educational institutions of Ukraine. Сonclusion. It may be noted that the potential of museum pedagogy in the process of teaching foreigners is quite beneficial. The value of museums and historical places is manifested in direct contact with a historical object. The virtual tour of the Kyiv Museum is designed to arouse interest in studying the culture and history of Ukraine and to develop skills of working with lexical units with national-cultural semantics.
{"title":"VIRTUAL STUDY TOUR IN METHODS OF TEACHING RUSSIAN AS FOREIGN LANGUAGE","authors":"Tetiana Dobroshtan","doi":"10.32589/1817-8510.2021.4.248301","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248301","url":null,"abstract":"Abstract. Introduction. The amplification of methods of teaching foreign languages nowadays is characterized by a high interest in the culturological approach, which involves learning a language as a way of intercultural communication.The main focus in this context is made on the study tour (virtual and real) as a non-traditional form of educational process of foreign students, who study Russian as a foreign language, organization. Purpose. This paper focuses on the methodical, cultural and historical potential of the virtual study tour in the process of teaching Russian as a foreign language. Methods. Some linguistic methods have been used in our research: descriptive, socio-pedagogical, experimental, and a group discussion method. Results. Virtual and real study tours have been examined and described in this scholar article. The paper illustrates that a properly planned and organized study tour develops foreigners’ speaking skills and is aimed at the formation of socio-cultural and communicative competence. The main principles of foreign language teaching (apparency, visualization and accessibility) have been described. Methodical development of virtual tours to the Kyiv Museum is presented in the article. The developed virtual tour is designed for students of the preparatory departments and faculties of higher educational institutions of Ukraine. Сonclusion. It may be noted that the potential of museum pedagogy in the process of teaching foreigners is quite beneficial. The value of museums and historical places is manifested in direct contact with a historical object. The virtual tour of the Kyiv Museum is designed to arouse interest in studying the culture and history of Ukraine and to develop skills of working with lexical units with national-cultural semantics.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48762047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248304
Ruslan Slobozhenko
The paper is an English lesson on the theme “The Continuous fight between the human race and viruses: are we losing it?” It raises the most pressing issue of pandemic and its impact on society, looking for solutions to prevent future pandemics. The activities aim to develop skills in listening, reading and speaking at the B2-C1 level, enable the students to acquire the key vocabulary effectively during the discussion and spur them to express their opinions while reading the authentic article and watching videos for language learning.
{"title":"The English lesson plan on the theme “The continuous fight between the human race and viruses: are we losing it?”","authors":"Ruslan Slobozhenko","doi":"10.32589/1817-8510.2021.4.248304","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248304","url":null,"abstract":"The paper is an English lesson on the theme “The Continuous fight between the human race and viruses: are we losing it?” It raises the most pressing issue of pandemic and its impact on society, looking for solutions to prevent future pandemics. The activities aim to develop skills in listening, reading and speaking at the B2-C1 level, enable the students to acquire the key vocabulary effectively during the discussion and spur them to express their opinions while reading the authentic article and watching videos for language learning.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49569725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.32589/1817-8510.2021.4.248289
Yana Fabrychna
This paper deals with studying the current research addressing the issues of assessment in translation didactics. The critical analysis of relevant scientific resources is aimed at finding out important theoretical achievements, empirical contributions and best practices in the sphere of organization and realization of the assessment aspects in translation teaching for grounding theorizing of the assessment system in teaching translation in the realm of education. In particular, the paper focuses on approaches, aims, functions, objects, kinds, methods and instruments, their peculiarities and requirements to them in terms of kind of translation, language pair, subject domain, higher education grade level. The outlined issues include incorporating industry assessment practices into education and academic training; forms and peculiarities of feedback and evaluation functions; methods (holistic, analytical, combined) of measuring and assessing translation quality, level of competence in translation and its components, learning objectives, efficiency of the translation process; methods of translation process monitoring; assessment criteria; finding, analysis and classification of translator's errors and mistakes; classification of kinds of assessment and ways of their realization; peculiarities of formative and summative assessment in translation teaching; involving students in assessment procedure; self-assessment and peer assessment and ways of their efficiency providing; testing in translation teaching.
{"title":"CURRENT RESEARCHES ON THE ISSUE OF ASSESSMENT IN TRANSLATION DIDACTICS","authors":"Yana Fabrychna","doi":"10.32589/1817-8510.2021.4.248289","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.4.248289","url":null,"abstract":"This paper deals with studying the current research addressing the issues of assessment in translation didactics. The critical analysis of relevant scientific resources is aimed at finding out important theoretical achievements, empirical contributions and best practices in the sphere of organization and realization of the assessment aspects in translation teaching for grounding theorizing of the assessment system in teaching translation in the realm of education. In particular, the paper focuses on approaches, aims, functions, objects, kinds, methods and instruments, their peculiarities and requirements to them in terms of kind of translation, language pair, subject domain, higher education grade level. The outlined issues include incorporating industry assessment practices into education and academic training; forms and peculiarities of feedback and evaluation functions; methods (holistic, analytical, combined) of measuring and assessing translation quality, level of competence in translation and its components, learning objectives, efficiency of the translation process; methods of translation process monitoring; assessment criteria; finding, analysis and classification of translator's errors and mistakes; classification of kinds of assessment and ways of their realization; peculiarities of formative and summative assessment in translation teaching; involving students in assessment procedure; self-assessment and peer assessment and ways of their efficiency providing; testing in translation teaching.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46969096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-30DOI: 10.32589/1817-8510.2021.3.241164
Olena Parshykova, Valeria Golub
The article provides guidelines for teachers of the German language on the game teaching of vocabulary of primary school students, demonstrates the method of using educational games and presents typical for its implementation in German lexical units, gives an example of a scenario of a lexical game in German. A selection of copyright vocabulary games is proposed that can be prepared by a teacher together with students and can provide easy, effective, motivated vocabulary learning.
{"title":"Tips for a german language teacher on game learning of primary school students","authors":"Olena Parshykova, Valeria Golub","doi":"10.32589/1817-8510.2021.3.241164","DOIUrl":"https://doi.org/10.32589/1817-8510.2021.3.241164","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000The article provides guidelines for teachers of the German language on the game teaching of vocabulary of primary school students, demonstrates the method of using educational games and presents typical for its implementation in German lexical units, gives an example of a scenario of a lexical game in German. A selection of copyright vocabulary games is proposed that can be prepared by a teacher together with students and can provide easy, effective, motivated vocabulary learning. \u0000 \u0000 \u0000 \u0000","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49384757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：